A Comparative Study On The Writing System Of The Primary School Chinese Textbooks Published In China And Singapore

For a long time,the writing situation of primary school students in China is not optimistic,and the effect of teachers' writing teaching is not very satisfactory.Primary school Chinese textbooks are the basis and reference for teachers and students in teaching activities.The compilation of textbook writing systems is one of the factors affecting primary school Chinese writing teaching.China's "compulsory education Chinese textbooks compiled by the Ministry of Education" began to be used in 2016,and the entire volume of textbooks was published in October 2019.Because the textbooks were not issued for a long time,the research on the entire textbook writing system is almost blank.When studying textbooks,we can open up perspectives outside the domain,learn from others,and improve ourselves.Singapore is a country where Chinese is one of the official languages,and its Chinese language teaching is distinctive.Therefore,it is significant to analyze and compare the compilation of primary and secondary school textbook writing systems in China and Singapore.This paper takes the writing systems of Chinese and Singapore primary school Chinese textbooks as research objects,and uses the literature research method,content analysis method,statistical analysis method and survey method for research.Based on the analysis of the writing theory of the primary school Chinese textbook writing system and the related writing requirements of the primary school Chinese curriculum standards in the two countries,a comparative research framework was determined.The structure,content,and presentation of the primary school Chinese textbooks in the two countries were analyzed.Writing system for comparative analysis.Comparative analysis finds that:1.Chinese textbooks pay more attention to formal writing training,and writing is not related to spoken language.The proportion of Singapore's large composition and small practice is similar,and writing is closely related to spoken language;2.The writing examples of Chinese textbooks are mostly model texts,and the presentation of writing knowledge is explicit and implicit.The writing instruction focuses on the motivation and mobilization of writing motivation before writing.Students' psychological imagery belongs to the psychological imagery writing strategy.The writing examples of Singapore textbooks include model texts and question texts.The presentation of writing knowledge is explicit.The writing guide focuses on the guidance of the writing process and belongs to the outline writing strategy;The writing style and subject matter of Singapore textbooks are relatively single,and they are more practical.The writing proposition is guided writing,which lacks openness and flexibility.4.The narrative perspective of textbook narrative in China is called the second person as the main and the first person as the auxiliary.Sex chart.Singapore textbooks pay more attention to problem-based expression.The narrative perspective is called the first person,and organizational and inspirational charts account for a large proportion.Based on a comparative analysis,this article summarizes the similarities and differences between the writing concepts of the textbook writing systems of the two countries,that is,they focus on the simultaneous improvement of language skills and humanities,the combination of reading and writing,closeness to student life,and the difficulty of writing propositions.Different and three-dimensional targets have different priorities.Finally,this article explores the places in Singapore that are worthy of reference in the compilation of the textbook writing system in Singapore,and puts forward the following suggestions for the preparation of the writing system for primary school Chinese textbooks:strengthen the connection between spoken and written,optimize the structure of the writing system,and increase the number of writing examples;Present systematic writing knowledge;pay attention to the process guidance of writing;broaden the training scope of writing;increase problematic expressions;enrich the arrangement of charts.